Learning, assessment and technology: in that order Keynote address to AMEE conference September 2009; Malaga, Spain Dylan Wiliam Institute of Education,

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Presentation on theme: "Learning, assessment and technology: in that order Keynote address to AMEE conference September 2009; Malaga, Spain Dylan Wiliam Institute of Education,"— Presentation transcript:

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Learning, assessment and technology: in that order Keynote address to AMEE conference September 2009; Malaga, Spain Dylan Wiliam Institute of Education, University of London www.dylanwiliam.net

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Overview of presentation Some theoretical precepts About learning About teaching Pedagogies of engagement Pedagogies of contingency Pedagogies of formation The role of technology Supporting, rather than replacing, teachers Classroom aggregation technologies Some thoughts about supporting teachers in changing practice

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Key insights from C20th psychology What gets learned as a result of a particular sequence of instructional activities is impossible to predict, but Student errors are not random Conclusions Assessment is the bridge between teaching and learning Teaching is interesting because learners are so different, but only possible because they are so similar

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Hinge-point question An experimental study of problem-based learning in undergraduate medical education reports that a result was significant (p<0.05). This means that: A.The experimental group out-performed the control group by at least 5% B.There is only a 5% chance that the experimental group did not out- perform the control group C.There is a 5% chance that there is no difference between the experimental group and the control group D.There is only a 5% chance that the observed result would have happened if the experimental and control groups had the same achievement

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Evidence-centred design Quality in assessment is essentially a matter of validity Validity is a property of inferences, not of instruments Assessments should be designed backwards from the intended inferences Four-process architecture for assessment design Task selection Task presentation Evidence identification Evidence accumulation Almond, Steinberg and Mislevy (2002)

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Hinge-point question Which of the following is the most important difference between the theories of Piaget and Vygotsky? A.Piaget places greater importance on the role of conservation in cognitive development B.Vygotsky places greater importance on the role of cultural artifacts in cognitive development. C.Vygotsky did not believe in distinct stages of cognitive development. D.Piaget was a social constructivist while Vygotsky placed greater emphasis on cultural-historical activity theory

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37 Actually, the technology is the easy part Whats hard is changing practice Telling teachers what to do doesnt work Context always intrudes…

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38 The ancient yogis used logs of wood, stones, and ropes to help them practise asanas effectively. Extending this principle, Yogacharya Iyengar invented props which allow asanas to be held easily, and for a longer duration without strain. Yogacharya Iyengar in setubandha sarvangasana This version of the posture requires considerable strength in the neck, shoulders, and back requiring years of practice to achieve it. It should not be attempted without supervision.

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A model for teacher learning Content, then process Content (what we want teachers to change) Evidence Ideas (strategies and techniques) Process (how to go about change) Choice Flexibility Small steps Accountability Support

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Summary Learning has to be done by the learner, not for the learner Teaching as engineering effective learning environments Features of effective learning environments Pedagogies of engagement Pedagogies of contingency All-student response systems Classroom aggregation technologies Pedagogies of formation Learning milieu focused on growth, rather than well-being Teachers supported to improve practice continually